Aqsa Tariq Thesis Defence
Aqsa Tariq Thesis Defence
Aqsa Tariq
Reg. # F21A14U62008
Supervised by
Aqsa Zaheer Toor
Bachelor
Introduction
Overview
• This study explores how motivation, self-efficacy, and academic stress
interact among university students in Pakistan.
• The research uses a quantitative correlational design, focusing on direct
relationships rather than mediation.
• It aims to help educators identify ways to strengthen students’ psychological
resources for coping with academic stress and improving well-being.
Introduction
Rationale
• University students in Pakistan face high expectations and
competitive environments, impacting their psychological well-
being.
• Motivation and self-efficacy are crucial for resilience, but chronic
academic stress can undermine these strengths.
• This study addresses the need to understand how these factors
interact, aiming to inform interventions that enhance student
success and mental health1.
Introduction
Questions
• What is the relationship between motivation, self-efficacy, and
academic stress among university students?
• Does motivation predict academic stress among university
students?
• Are there significant differences in motivation, self-efficacy, and
academic performance by gender among university students?1
Introduction
Objectives
• To examine the relationship between motivation, self-efficacy,
and academic stress among university students.
• To determine how much motivation predicts academic stress.
• To identify significant gender differences in motivation, self-
efficacy, and academic performance among university students1.
Introduction
Hypothesis
• There will be a positive relationship between motivation, self-
efficacy, and academic stress among university students.
• Motivation will significantly predict academic stress among
university students.
• There will be significant gender differences in motivation, self-
efficacy, and academic stress among university students.
Literature review
Motivation
Motivation is a vital psychological force that drives students to pursue academic goals, shaped by both
intrinsic desires and extrinsic rewards. In Pakistan, motivation is influenced by socioeconomic status,
gender, and institutional factors. While intrinsic motivation fosters engagement and achievement, external
barriers and cultural norms can hinder students’ sustained academic motivation (Ramzan et al., 2023;
Javaid et al., 2023; Akhtar et al., 2022).
Self-Efficacy
Self-efficacy is an individual’s belief in their ability to accomplish academic tasks and overcome
challenges. Rooted in Bandura’s social cognitive theory, it predicts persistence, resilience, and effective
learning strategies. Pakistani research shows that high self-efficacy correlates with better academic
outcomes, while low self-efficacy is linked to procrastination and academic stress (Ashraf et al., 2023;
Siddique et al., 2023; Akram & Ghazanfar, 2014).
Literature review
Academic Stress
Academic stress arises when students perceive academic demands as exceeding their coping resources. It
manifests as anxiety, worry, and impaired performance, and is prevalent in Pakistan due to high expectations,
limited resources, and competitive environments. Chronic academic stress can negatively affect mental health,
motivation, and academic achievement, requiring targeted support and interventions (Bedewy & Gabriel, 2015;
Deb et al., 2015; Sharma & Wavare, 2013).
Motivation and Self-Efficacy
Motivation and self-efficacy are closely intertwined, with self-efficacy enhancing goal-setting and perseverance.
Students with strong self-efficacy are more likely to be intrinsically motivated and resilient in the face of setbacks.
Social support and constructive feedback further strengthen this relationship, while low self-efficacy can lead to
procrastination and disengagement (Kausar et al., 2024; Hussain et al., 2023; Ashraf et al., 2023).
Literature review
Research Design
A correlational research design was adopted to investigate the relationships among motivation, self-efficacy, and
academic stress in university students. No variables were manipulated, allowing for a naturalistic assessment of how
these psychological factors are associated within the student population. This design supports the identification of
predictive relationships without inferring causality.
Sampling Technique
Convenience sampling was used to recruit participants from universities in Faisalabad. Students who were easily
accessible and willing to participate were included, facilitating efficient data collection. While this approach enabled
timely recruitment, it introduces sampling bias and limits the generalizability of findings beyond the sampled
population.
Procedure
Following departmental approval, researchers coordinated with college administrators for
data collection. Participants first completed a demographic sheet, then the three main
questionnaires (GMS, GSE, ASS). The investigator was present to clarify any queries. Upon
completion, participants and staff were thanked for their cooperation and support.
Statistical Analysis
Data were analyzed using SPSS-23. Descriptive statistics summarized demographic and scale
data. Cronbach’s alpha assessed scale reliability. Pearson correlation coefficients examined
relationships among variables. Independent-samples t-tests compared gender differences.
Hierarchical regression analysis tested the predictive role of motivation on academic stress.
Results
Overall, the findings indicate that while motivation and self-efficacy are
positively related, their direct impact on academic stress is limited in this
sample. The results underscore the need for more nuanced research into
other determinants of academic stress and suggest that interventions
should focus on enhancing specific forms of motivation and self-efficacy,
as well as broader contextual supports, to promote student well-being and
academic achievement.
Summary, finding, conclusion, implications, limitations, and recommendations
Summary
This study explored how motivation, self-efficacy, and academic stress interact
among 200 Pakistani university students using validated scales. Adopting a
correlational design, the research focused on direct relationships and gender
differences. The results challenge some established theories, highlighting the
complexity of academic stress and the need for context-specific interventions1.
Findings
A significant positive correlation was found between motivation and self-
efficacy, indicating that more motivated students tend to have greater confidence
in their abilities. However, motivation and self-efficacy were only weakly and
non-significantly linked to academic stress. No significant gender differences
were observed in motivation, self-efficacy, or academic stress among
participants1.
Summary, finding, conclusion, implications, limitations, and recommendations
Conclusion
Motivation and self-efficacy are interconnected psychological resources for students,
but neither strongly predicts academic stress or performance in this context. The
results challenge established theories and meta-analyses, suggesting that other
factors—such as cognitive skills, learning strategies, and institutional context—may
play a more decisive role in academic outcomes12.
Implication
These findings highlight the need for universities to consider broader influences
beyond motivation and self-efficacy when addressing academic stress and
performance. Interventions should target not just psychological factors but also
practical skills, support systems, and the learning environment to more effectively
enhance student well-being and achievement234.
Summary, finding, conclusion, implications, limitations, and recommendations
Limitation
The cross-sectional design prevents causal conclusions. Convenience sampling from
Faisalabad colleges limits generalizability. The sample lacked diversity, being mostly
middle-class undergraduates. All measures were self-reported, raising bias concerns. The
study did not control for confounding variables like cognitive ability, study habits, or prior
academic achievement, which may affect results1.
Recommendation
Future research should use longitudinal designs and domain-specific measures to clarify
causal relationships. Universities should implement targeted programs to strengthen self-
efficacy and intrinsic motivation, while also addressing contextual and skill-based factors.
Culturally responsive teaching and early-warning systems can help identify and support
students at risk for academic stress12.
Thank You